Reading Inquiry

The purpose of this unit is to teach students how to generate their own
thoughtful questions about the world they live in so they can use those
questions to guide their reading and thinking process. Using student
generated questions and student selected texts reinforces the
connection between intellectual curiosity and increased academic
achievement. To that end, it is vital that students enter this process
with their own questions for inquiry rather than a question posed by a
teacher. In the course of their process, many of the students will find
that their questions change or evolve as they think more deeply about
what they are reading. This is a normal part of the process and is to be
readily encouraged. Mini-lesson instructions are written for the
teacher; Independent Work and Share instructions are written for the
students and can be projected for them using a document camera.

Alanah Baron

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Purpose: I want my students to understand what it means to read for
inquiry; create their own questions for inquiry in order to build their
skills as readers and thinkers.

Mini Lesson:
Discussion/Chart:
• Why do people write books?
• Why do people read books?
• How can things we read help us in our own lives?
• What are big questions? – model and list with class – students
each write as many as they can, share one which I chart, they
can copy questions by others which interest them.

Model an inquiry plan for tomorrow – question (BQ), texts, and

categories of reading material (page in notebook – question at top,
possible texts that could help me think about my question, categories
of reading material that could help me think about my question – ex.
Do children need religion? CS Lewis – mere Christianity, chronicles of
Narnia, golden compass – sociological journals, etc.)

Students choose one big question they want to pursue, and write it on
a post-it

Gather post-its and group thematically. Work with Librarian to pull

texts related to questions.

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Purpose: I want my students to choose texts for inquiry based
reading; make a reading plan; demonstrate thinking about text in
informal writing.

Seating is arranged by post-it thematic groups with stacks of texts

waiting.

Mini-Lesson:
• Reading with purpose. – chart
• Make a plan for reading in notebook

Independent work:
• Examine texts and choose 2
• Make a plan for reading to submit and begin reading your
text.

Share:
• What books did you choose today and why?

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Purpose: I want my students to record their thinking while they read
in order to help them relate their text to their BQ as well as make
meaning of their text.

Mini-Lesson:
• “When I am reading, I am always thinking about what my text
means and how it relates to my inquiry. In order for me to
develop that thinking, I need to write it down in my notebook.
When I read, I stop from time to time, and jot down my
thinking so I will have a record of my process as a reader that
I can refer to later. This helps me both remember what my
text is about, and it helps me develop my own thinking about
my BQ.
• Model my notebook showing where I was in my reading, and
what I wrote down at that time. Do one entry while the kids
are up at the front.
• Turn and talk – what do they notice me doing as a reader?
• Chart responses.

Independent Work:

• Write your BQ at the top of a new page in your notebook.

• During reading today, stop reading and jot down what you are
thinking.
• Try to explain what the relationship is between your thinking
and your BQ

Share:
• Read one of the things you jotted down today during the
course of your reading.

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Purpose: I want my students to make a reading schedule; build skill
for meaning by writing questions, and activating prior knowledge.

Mini-Lesson:
• I think, wonder, notice model
• Students pick a partner for turn & talk. Point to partner before
we begin.
• Read Aloud – the function of the reader
• Q - “What do good readers do?”
• A – “Listen in a way that helps you think about this question.
Be ready to turn to the person next to you and respond to the
question.”
• Q – We were listening for things good readers do. What did
you notice?
• A – Chart student responses
• Teach: in my reading life, there are books that haunt me.
They visit me again and again and I continue to think about
them later…I want you to develop a good reading life. To
develop a lust and reverence for reading.

Independent work:
• While you are reading today, jot down 1 thing you think, 1
thing you notice and 1 thing you are wondering about. Later
in the period, your job will be to talk to the person next to you
about the things you marked.

Share:
• Each student shares with a partner either one thing they
thought, noticed, or one thing they wondered during their
reading today.

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Purpose: I want my students to build skills for meaning by writing
questions and activating prior knowledge.

Mini-Lesson:
• Model stop and Jot technique – be very specific. Signature of
God
• “I think _________ because _____________”
• What makes me say that is…
• An example of that is on page...

Independent work:
• Write your BQ at the top of the page.
• Read silently. While you are reading, stop and jot what you
are thinking, wondering, or noticing Three times.
• While you read, I will be having conferences with you to ask
you questions about your process as a reader.

Share:
One thing you thought, wondered, or noticed today during independent
reading time.

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Purpose: I want my students to move away from re-telling what is
happening in their books and focus on what they think about ideas
rather than details.

Mini-Lesson:
• Teacher models their own reading strategy and purpose.
• During reading, jot down “What is striking me (detail from
text); what I am thinking about (ideas, concepts); and what is
confusing to me (concepts rather than details).

Independent reading:
• Write your BQ at the top of a new page.
• Practice the strategy I showed you today or use another
strategy that you have tried before and works for you.

Share:
What worked for you today and why?

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Purpose: I want my students to be able to explain how their reading is
helping them think about their question.

Mini-Lesson:
• Revisit your question – do you need to change it? If your
question has changed, based on your new reading/thinking –
jot it on a post-it and stick it on your table sign.
• As a reader, I pause and record my thinking. One way I do
that is to take two column dialectical journal notes. This helps
me think about my reading because I am writing down
snippets of text and explaining how that snippet helps me
think about my question.
• Model my notebook – I marked pages that I wanted to go back
to, and then wrote a journal entry one quote at a time.

Independent Work:
• Choose a reading strategy that we have tried so far.
• Today while you are reading, write at least three separate
times in your notebook.
• Remember that this writing is how you develop your thinking
as a reader.

Share:
What strategy did you use today and why?

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Purpose: I want my students to articulate and develop their thoughts
of how parts of their text can help them think about their question.

Mini-Lesson:
• Model my extended thinking. Take one “I think; I’m thinking;
dialectical entry” and use it to begin an extended piece (1+
pages) of writing. This piece of writing comes first today and
helps me really focus my ideas and dig deeper into my
inquiry.

Independent Work:
• Write your BQ at the top of the page.
• Before you read today, practice thinking on paper for 10
minutes then transition into reading.
• Choose a reading strategy that works best for you and commit
to writing at least one time during reading today. If you have
only used the same strategy over and over…try something
new today.

Share:
• Read one or more sentences that best demonstrate how you
are thinking about your BQ and explain how you know you are
thinking.

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Purpose:
I want my students to continue to develop their thinking when they
read. I want them to demonstrate this thinking in their notebooks.

Mini Lesson:
• Refresh yesterday
• Show sample notebooks from yesterday that are examples of
what thinking looks like
• Refresh reading strategies (thus far)

Independent work:
• Go back to your tables and read on your own.
• Remember that your job as a reader is to be thinking about
what you are reading, and thinking about your BQ
• Choose a reading strategy that works best for you, and record
your thinking at LEAST two times today in your notebook
• Remember the examples I showed you of what thinking looks
like – be sure you are thinking about your question, NOT re-
telling what is happening in your book.

Share:
• Share one or more sentences that you think best show your
thinking today.

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Purpose: I want my students to note places in the text where they are
confused or need more information and then later to gather that
information.

Mini-Lesson:
• Model post-it notes to mark places where more information is
needed.
• When I am reading, sometimes I come across something that I
don’t understand, but that seems important.
• If I am able, I stop reading and look for more information
about whatever that thing is. I can write down what I find on a
post-it note and stick it in my book, or write it in my notebook.
• This helps me think more deeply about what the author is
trying to get across to me.

Independent Work:
• Today while you are reading, remember that your job as a
reader is to think while you are reading.
• Use one of the reading strategies we have been working on
already to help you get your thinking down on paper.
• Remember to begin this (and any) notebook entry on a fresh
new page.
• Remember to write your BQ at the top of the page as a
reminder of your purpose for reading.

Share:
• Share a line from your reading that you found especially
compelling.
OR
• Share a sentence or two that you wrote today that best
demonstrates your thinking – AND explain how you know it is
an example of thinking.

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Purpose: I want my students to integrate T/W connections with
reading, research, inquiry in order to help them develop their critical
thinking skills.

Mini-Lesson:
• Revisit previous strategies
• Remind students why they are reading – and deadline for
texts!
• Review my previous notebook entries, expectations.
• Model my thinking – pull a quote, begin with writing
• Turn and talk – what do you notice about my thinking?

Independent Work:
• Begin with writing today.
• Pull a quote from your book that relates to your BQ and use it
to spark your thinking. Write for 10 minutes. Fill at least one
page. If you haven’t filled one page after ten minutes,
continue writing until you do so.
• Begin reading. Use post-it notes and mark ONE place in the
text – which relates to your BQ - where you find something
that requires further exploration/research.

Share:
• Share your post-it/why you think that item needs more
exploration.

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Purpose: I want my students to examine a challenging text and ask
questions, and develop inferences by providing an explanation for
ideas about a text.

Mini-Lesson:
Sometimes someone will try to tell you something without coming right
out and saying it. He will imply it. When you understand what is
implied, you infer. Sometimes you can infer the truth even when the
speaker or writer isn’t trying to be helpful. That’s called “reading
between the lines.”

No, Honey, I don’t want you to spend a lot of money on my birthday

present. Just having you for a husband is the only gift I need. In fact, I’ll
just drive my old rusty bucket of bolts down to the mall and buy myself
a little present. And if the poor old car doesn't break down, I’ll be back
soon.

What is the message?

a. I don’t want a gift.

b. Buy me a new car.
c. The mall is fun.
d. I’ll carry a bucket for you.

• Shared-Reading – The Deck by Yusef Komunyakaa

• Think-Aloud – what does the writer mean when he says…? Etc.
• Turn and Talk – Talk to your partner about this piece. What is
happening…what does it mean? Why do you think that? How
do you know?
• Reinforce

Independent Work:
• Today we practiced making inferences together. Now,
practice this strategy on you own.
• While you are reading, stop two times and jot down
something you infer from the text. Each time you stop to
write, try to fill at least ½ a page.

Share:

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• Today, read one of the inferences you recorded in your
notebook.

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Purpose:
I want my students to Infer/Theorize something about their text;
analyze their text to extend their thinking; revisit their theories in
order to help them think about their BQ

Mini-Lesson:
• Model Student Work – Read-Aloud
• Turn and Talk – What do you notice the student reader doing?
What do you notice about her thinking?
• Reinforce

Independent Work:
• Today we looked at an example of using Inference/Theory to
analyze a text. Now, practice this strategy on your own.
• In your notebook, write your BQ at the top of the page.
• Now, write down a theory you are developing about your
reading.
• Read…
• While you are reading, locate a quote that supports your
theory and copy it into your notebook.
• Now, record your thinking (analysis). Explain how the quote
you chose helps you think about your theory.
• Revisit your theory – explain how the quote you chose
brought new thinking to your theory.

Share:
Exit Card: On a 3x5 card, explain how the work you did today is helping
you think about your BQ

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Purpose: I want my students to shift from reading for inquiry to
writing about their BQ in order to transfer their thinking into a formal
written piece.

Mini-Lesson:
• We have been focusing on reading with a purpose.
• You have practiced examining a text with a specific inquiry in
mind by using a variety of reading strategies.
• Today we will begin to move our focus from reading to writing
as you continue to develop your thinking around your BQ.

• Review collecting strategies from lit. - Chart

Independent work:
• Today, continue reading.
• While you are reading, use one of the collecting strategies we
reviewed during the mini-lesson.
• Remember to write your BQ at the top of your page so you
can stay focused on it while you are reading, thinking, and
writing.

Share:
• Which strategy did you use today, how did it work for you and
why?

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Collecting:

This is the first stage in the writing process. It forms the foundation for
a piece of writing. It is a collection of thoughts, questions, ideas you
have for writing. The more rich your collections are, the more rich your
final product will be. Less is not more.

• As you read, list any questions you have about the work.

• Jot down quotes that seem especially significant to you.

• Make a list of ideas that pop into your head while you read.

• Write the story of a memory which is triggered by what you are

reading. Be sure you explain the connection between your

memory and the piece.

• Make a sketch or drawing of an idea you have related to the

reading.

• Write a reflection on the reading.

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Purpose: I want my students to connect their texts to their inquiry in
order to strengthen the relationship between reading, inquiry, and
thinking in their notebooks.

Mini-Lesson:
• Model – collecting lines of text related to inquiry
• When I come across a snippet of text that relates to my
inquiry, I add it to my list.
• Then, I choose one of those lines, and write off it.
• This writing is connected to the text and doesn’t lead off into
a new direction.

Independent Work:
• Remember that your reading is always related to your inquiry
– your BQ. Today, work to strengthen the connection between
what you are reading and what you are thinking. Your text is
supporting your BQ by helping you think about it.
• Write your BQ at the top of your page.
• Choose one of the reading strategies we have discussed in
class.
• Write down which strategy you will be using.
• Return to your table, and begin working.
• Remember that in order to demonstrate your ability as a
thinker, reader, writer – you must provide me with evidence in
your notebook.

Share:
• Read one or more sentences you wrote today which best
demonstrate your thinking.
• Explain HOW you know it shows thinking. What words,
strategies, etc. were you using in those sentences to prove
your thinking?

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Purpose: I want my students to ask themselves critical questions to
extend their thinking about the text and their BQ.

Mini-Lesson:
• When you stop and jot down your thinking, write a
reflection, notice, etc. things about your text you are
extending your thinking about it.
• In order to make broader connections between your text
and BQ, it is important to ask yourselves questions to
guide your thinking. This will help you focus your response
and extend your thinking.
• Chart:
o What might the writer believe in order to have
written the text this way?
o What values or assumptions underlie this text?
o Is the way the text positions us fair or unfair?
o How does this text compare with others that
explore the same issue?
o Who benefits from this thinking?
o Whose voices are missing from this text and how
does that affect the telling?
o What could account for this idea? Where did it
come from?
o What are the implications of this thinking? What
are the outcomes?
o What are some alternatives to this thinking?

Independent Work:
• Extend your thinking.
• Write your BQ at the top of the page.
• Choose one or more of the questions we discussed during
the mini-lesson and use it to guide your written response.
Write for 10 minutes – or until you have filled two pages –
whichever comes first.
• Then…continue reading, and use one of the reading
strategies we have discussed already.

Share:
Read a short passage from your text that relates to your BQ.

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Purpose: I want my students to add to their vocabulary, and make
notations in their texts using post-its or highlighter pens in order to
help them retain what they are reading and later transfer it into their
thinking/writing.

Mini-Lesson:
• Shared Reading – One Liar’s Beginnings by Brady Udall (in brief).
• Read 1st paragraph – think aloud and model using post-its to
record thinking while I am reading.
• Read 2nd paragraph – turn and talk and ask students to make a
note of their own on the reading itself.
• Read on – model vocab. acquisition by underlining an
unusual/unfamiliar word. Use dictionary to write definition of
word in margin of reading (post it notes should be used in library
books)
• Read on – “talk to a partner and find a word that is unfamiliar or
unusual to you. Underline it and look it up together with your
partner.”

Independent Work:
• Write your BQ at the top of your page.
• Choose the reading strategy you will be using today and WRITE
IT at the top of your page BEFORE you return to your seat.
• Try to use each different strategy at least one time – if you use
the same ones over and over…try something new today.

Share:
Read a short passage from your text that relates to your BQ.

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Purpose: I want my students to continue to shift their focus from
reading to writing in order to develop their skills as writers.

Mini-Lesson:
• Review Collecting/how different focus from reading
• Nurturing an idea – what is it?
• Chart nurturing strategies.
• Model – loaded lines
• Turn and Talk – what is different about this writing than using
a reading strategy to record your thinking?

Independent Work:
• Write your BQ at the top of the page
• Choose a nurturing strategy that works best for you to work
with today – either the one I just showed you or another from
the list.
• Write down the strategy you will be using at the top of the
page
• Return to your seat and begin writing
• Plan to write for the whole time today. If you run out of steam,
try a new strategy. Remember…stamina is important – you
need to build up your writing muscles by pushing yourself to
write more and for longer and longer periods of time.

Share:
• What did you notice about the focus of your writing today?

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Ways to Nurture your ideas

Nurturing=
• 2nd stage in the writing process
• Similar to collecting – but is a way to refine one topic/idea in
particular
• Forms the foundation for drafting

Nurturing strategies to try:

• Highlight “loaded lines” in your previous entries. Collect them on

a fresh new page, and choose one as a new beginning for today’s

notebook entry.

• When you are recording your thinking about your BQ and text,

reference another text and tie the three things together (bq and

2 texts)

• Write off a quote from your text.

• Make a connection between your BQ, text, and your own

life/experiences.

• Now that you have strong ideas in your notebook, it’s time to

thinking about the structure and style of your writing. Try to shift

tones, vary sentence length

• Research your topic and write a notebook entry detailing what

your found

• Interview someone who is knowledgeable about your topic–

include dialogue

• Write a metaphor for your idea

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Purpose: I want my students to nurture their theories about their BQ’s
by synthesizing ideas from several texts.

Mini-lesson:
Connection: You have each created BQ’s and explored your thinking
(created theories) about them through several texts in response to
your BQ’s. Last week, we began talking about nurturing those theories
in order to develop a piece of writing. I’ve noticed that you all have
strong theories about your BQ’s that have developed through your
reading. You have used quotes and snippets of text to help you think
about and develop your theories. Now you need to practice using more
than one text to help you pursue your inquiry.

As readers, when we pursue our own inquiry (BQ’s), we develop our

theories in response to our BQ’s by synthesizing the different things we
read. When we synthesize, we draw from different texts and sources
in a way that helps us create new thinking--not just retelling or
summarizing.

Today we'll work on how we synthesize several different texts when we

write about reading in our notebooks.

Model: [Ask students to take notes on what we're doing to synthesize.

Think aloud the inquiry and purpose, excerpts from text that informed
thinking about the burning question in earlier notebook entries,
demonstrate how ideas in different texts were weighed in relationship
to one another and one's own thinking, model new thinking and how to
write about the new idea (ex: based on ___, I'm now thinking ____;
integrating quotes/ideas from other texts; author's idea/my idea)

Try this: Ask students to find 3 notebook entries/responses based on

different texts that are connected and help them think about their
theory (same as model).

Turn and talk to a partner: How are these entries connected? How do
they help you think about your theory/question? Stop and jot some
new thinking (one sentence).

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Independent Work:
Write your BQ at the top of a new page
Create a notebook entry synthesizing your response to different texts.

Share:
With a partner, share entries--listen for synthesis: Is the new thinking
clear? Does the writer show how his/her thinking relates to the other
texts/passages?
Whole group – look at one entry, and talk about the questions you
discussed with your partner. Then… discuss what we had to do as
readers and thinkers in order to synthesize? What worked well? What
was difficult?

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Purpose: I want my students to nurture their theories about their BQ’s
by synthesizing ideas from several texts.

Mini-Lesson:
Last week, we began talking about synthesis. When you synthesize,
you draw from different texts (books) to help you create or enhance
new thinking.

I noticed that many of you have strong ideas that you have drawn from
more than one text (book). These ideas have evolved and changed.
However…many of you are not using quotations from your texts to
support your thinking. One of the things that define synthesis is using
those texts to show how your thinking has changed.

Today, we are going to practice using quotes from a text to make our
synthesis stronger.

Look through your notebook, and find three entries that include
different texts and are connected to your idea.

Turn and talk – explain how two of those entries are connected.

Independent work:
Choose two of the entries you found during the mini lesson to
synthesize today.
Write a notebook entry that uses synthesis – explain how they are
connected.
Begin with the words, “Based on _________, I’m now thinking
__________”.
Include quotes from your texts (books) to support your thinking.

Share:
Silent dialogue.

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Purpose: I want my students to use text to support their theories
rather than simply reflecting.

Mini-Lesson
• Shared Reading – Girl – Jamaica Kinkaid.
• Model thinking aloud, questioning strategies, using
annotation. Talk about structure and meaning.
• Q – What questions do we have?
• Stop and Jot a theory – ½ page or so.
• Q - What do we notice in the text that does or doesn’t support
our theory?
• Mark those places in the text
• Turn and Talk – then share/discuss what we found in the text.
• Read on…
• Have students draw a line under their theory and then revise
underneath – use text for support.
• Share – silent discussion pass to the right – add to the
person’s thinking.

Independent Work:
• Look at the theory you examined yesterday when you were
synthesizing your thinking.
• Today, you can choose:
• Either…
• Revise the theory you arrived at yesterday. Find two places in
your book that support your theory. Write about your new
theory, and use the support from your book that you just
found to strengthen your theory.
• OR…
• Maybe you are comfortable with the theory you have. That’s
ok! Find two places in your book that support your theory.
Write about your theory and use the support from your book
to strengthen your theory.

Share:
• What worked well for you today? What didn’t work well? Why
or why not?

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Purpose: I want my students to use text to support their theories
rather than simply reflecting and be able to identify both what they are
doing, and how they are doing it.

Mini-Lesson
• Yesterday, we practiced synthesizing our ideas by making
theories about a text, and then revising those theories as we
added new information (text) to our existing knowledge. We
used the text to support our theories.

• Today, we are going to continue to practice using synthesis as

a way to develop our theories.

• Read Aloud – Missing (1st ½) – from In Brief

• What questions do we have about this text? (Script student
responses)
• What part of the text made us wonder about those things?
• Stop and jot down a theory you have about one of the
questions we have.
• Turn and Talk – share your theory. Find a place in the text
that is connected to your theory.
• Read Aloud – Missing (2nd ½)
• Underline all the places in the text that are connected to your
theory.
• Now…explain your theory, and use evidence from the text to
support your thinking.

Independent Work:
• Write a new notebook entry that demonstrates a synthesis of
your theory and your texts.
• Label the parts of your entry that demonstrate 1) new
information 2) existing knowledge

Share:
• What worked well? What didn’t work well? Why or why not?

27
Purpose: I want my students to revisit the thinking they have
recorded in their notebooks, and underline and highlight the places
they think are most important.

Mini-Lesson:
• Sometimes, I find that after I have been writing about the
same topic for a long time, I forget what I was thinking when I
started. We have been working on synthesis – creating new
thinking by combining New Information (text) with existing
knowledge (theories about our BQ’s).
• Even though we have been evolving our theories, there may
be things we have overlooked.
• One way I develop my theories is to re-read my notebook, and
highlight passages that seem especially important or well
written. I take notes on the opposite page – telling myself why
I am highlighting that portion of the text. This helps me get a
clearer picture of the evolution of my thinking.
• Model my notebook.

Independent Work:
• Turn to the very first page of this unit (April 25 or so).
• Read each entry you have written. Don’t Skim!
• As you read, pay attention to the evolution of your theory.
Mark the places where your thinking shifted.
• Now…make a map of the evolution of your theory. Use a
combination of images and writing in order to visualize the
synthesis of your thinking.

Share:
• Show and Tell.

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Purpose: I want my students to transfer their ideas/BQ into writing –
developing their style, voices as writers.

Mini-Lesson:
• Writing Leads can help you develop your voice as a writer. It
forces you to carefully consider the audience you are writing
for and address them with care.
• Model different leads
• Handout – different leads

Independent Work:
• Write your BQ at the top of the page.
• Choose a nurturing strategy to use today as you continue to
refine your ideas and develop your skills as writers.
• You can use the strategy I just modeled for you and practice
writing different leads for your piece or choose another
nurturing strategy from the list that works best for you.

Share:
Which writer’s tools were you utilizing today? How can those tools help
you to convey your ideas?

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Writing Leads

A lead is an introductory sentence or paragraph that you create with a

specific voice in mind. Writing different “leads” is a great way to
nurture your idea. Sometimes, as writers, we fall into patters – always
structuring our work in the same way. Experimenting with different
voices through writing leads can help move your work in a new
direction.

Snapshot Lead
When you paint a picture, you draw the reader in. Notice the difference
between these two leads to an essay about ice-skating.
• Blah
Ice-skating is my favorite sport.

• Better
It's ten degrees below zero and the river is frozen a foot thick. It
makes snapping sounds like the limbs of trees cracking. A lone
figure glides along the black ice, moving toward the city. The
only sound is the scraping of each blade as it bites into the river.
That's me doing my favorite sport, ice-skating.

Observation Lead.
Don't start in the general. Put your most surprising or important
observation into you opening.
• General
The human brain is a complex and amazing organ.

• Better
Seeing stars, it dreams of eternity. Hearing birds, it makes
music. Smelling flowers, it is enraptured. Touching tools, it
transforms the earth. But deprived of these sensory experiences,
the human brain withers and dies. (Inside the Brain --- Ronald
Kotulak)

Question Lead.
In some ways all writing is about trying to answer our best questions. A
strong question is one we all want to know the answer to.
• Weakly-stated
In this paper I will attempt to answer the question why history is
important.

• Better
What's the point of studying history? Who cares what happened
long ago? After all, aren't the people in history books dead?

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Connection Lead.
Why are you attracted to the subject? Do you have a personal reason
for writing about this subject? What specific memories of the subject
come to mind?
• General
The problem of longitude was one of the greatest scientific
challenges of its day.
• Better
Once on a Wednesday excursion when I was a little girl, my
father bought me a beaded wire ball that I loved. At a touch, I
could collapse the toy into a flat coil between my palms, or pop it
open to make a hollow sphere. Rounded out it resembled a tiny
Earth, because its hinged wires traced the same pattern
intersecting circles that I had seen on the globe in my school
room -- the thin black lines of latitude and longitude. (Longitude
--- Dava Sobel)

Research Lead.
Start with the facts that made you smile, laugh, go "ahaaa" or just
plain grossed you out.
• General
Did you ever wonder why God created flies?

• Better
Though we've been killing them for years now, I have never
tested the folklore that with a little cream and sugar, flies taste
very much like black raspberries.

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